Is Inclusivity an Indicator of Quality of Care for Children With Autism in Special Education?

Abstract

OBJECTIVE: To determine whether the proportion of time spent in an inclusive educational setting, a process indicator of the quality of schooling for children with autism, improves key outcomes. METHODS:Patients were 484 children and youth educated in special education with a primary diagnosis of autism in the National Longitudinal Transition Study-2. These individuals were ages 20 to 23 in 2007. We used propensity-score inverse probability of treatment weights to eliminate the effect of multiple confounders. A causal interpretation of the effect of inclusivity on key educational and functional outcomes still depends on a critical assumption, that inclusivity is not confounded by remaining, omitted confounders. RESULTS:Compared with children with autism who were not educated in an inclusive setting (n = 215), children with autism who spent 75% to 100% of their time in a general education classroom (n = 82) were no more likely to attend college (P = .40), not drop out of high school (P = .24), or have an improved functional cognitive score (P = .99) after controlling for key confounders. CONCLUSIONS:We find no systematic indication that the level of inclusivity improves key future outcomes. Research on educational and functional outcomes for children with autism can benefit from data on large samples of children educated in real-world settings, such as the National Longitudinal Transition Study-2, but more nuanced indicators should be developed to measure the quality of special education for children with autism. Pediatrics 2012;130:S179-S185

Approaches to Inclusion and Social Participation in School for Adolescents with Autism Spectrum Conditions (ASC)—a Systematic Research Review

“…However, as introduced in the introduction of this article, The European Agency for Special Needs and Inclusive Education (EA; 2017) studied this issue in further detail, examining a large-scale sample. In line with Foster and Pearson (2012), it showed that inclusive education for students with SEN/disabilities in mainstream schools improved the level of inclusion later in adulthood. Taheri et al (2017) reported that higher levels of adaptive behavior, greater parental socialization, and placement in integrated school programs were significant predictors of greater participation in activities.…”

“…One of the studies also considered parents' perspectives (Lounds Taylor et al 2018). Studies taking the second research approach: Methods and/or development of best practice for inclusion and social and academic participation for individuals with ASC in school, tended to focus on the perspectives of the school staff or parents (Foster and Pearson 2012;Watkins et al 2015;Goldingay et al 2013;Rosso 2016;Taheri et al 2017). One of these studies also considered students' perspectives (Watkins et al 2015), while one focused on the student perspective through observations (Chung et al 2012).…”

“…A study by Rossos (2016) indicated that the use of specially designed coaching strategies and programs in sports education was a critical factor when fostering socialization and developing social skills among students with ASC. Foster and Pearson (2012) analyzed whether the proportion of time spent in an inclusive educational setting functioned as a process indicator of the quality of schooling for children with autism, thus improving key outcomes. The researchers found no systematic indication that the level of inclusivity improved key future outcomes.…”

Introduction to the Special Issue: ADA at 25 and People With Cognitive Disabilities: From Action to Inclusion

“…These conditions coexist with other impairments and have a diversity of causes, levels of severity, and episodic presentations, often affected by individual characteristics, environmental demands, and social supports (Foley, Dyke, Girdler, Bourke, & Leonard, 2012;World Health Organization, 2015). Cognitive disabilities are not necessarily associated with lower levels of intelligence, and many individuals with cognitive disabilities have average and high levels of daily life functioning and intellectual skills (Blanck, 2014;Foster & Pearson, 2012).…”

Does Curriculum Matter for Secondary Students with Autism Spectrum Disorders: Analyzing the NLTS2

“…For example, Foster and Pearson (2012), using NLTS2, analyzed time in an inclusive environment as a predictor for college participation and found no relationship for students with autism spectrum disorder. Wehman et al (2014), also from the NLTS2, determined specific transition goals were related to post-school success; students with autism spectrum disorder were more likely to enroll in postsecondary education when they had transition goals related to postsecondary education.…”